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Depth-of-Knowledge (DOK) Levels for Writing

According to Norman L. Webb, Wisconsin Center for Educational Research ("Depth-of-Knowledge Levels for Four Content Areas," March 28, 2002), interpreting and assigning depth-of-knowledge levels to both objectives within standards and assessment items is an essential requirement of alignment analysis. Four levels of depth-of-knowledge are used for this analysis.

A general definition for each of the four (Webb) Depth-of-Knowledge levels is followed by Table 1, which provides further specification and examples for each of the DOK levels. Webb recommends that large-scale, on-demand assessments in writing should only assess Depth of Knowledge Levels 1,2, and 3. Depth of Knowledge at Level 4 in writing should be reserved for local assessment.

Descriptors of DOK Levels for Writing (based on Webb and Wixson, March 2002)

Level 1 requires the student to write or recite simple facts. This writing or recitation does not include complex synthesis or analysis, but basic ideas.

Level 2 requires some mental processing, such as beginning to connect ideas using a simple organizational structure. At this level, students are engaged in first draft writing for a limited number of purposes and audiences.

Level 3 requires some higher level mental processing. Students are developing multiparagraph compositions that may include complex sentence structures or demonstrate some synthesis and analysis.

Level 4 Higher-level thinking is central to this level. Multi-paragraph compositions demonstrate synthesis and analysis of complex idea or themes and evidence of a deep awareness of purpose and audience.

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Table 1- Detailed Descriptions of Depth of Knowledge Levels for Writing (Adapted by K. Hess, Center for Assessment/NCIEA, 2003, Based on Webb)
Level 1 Recall of Information	Level 2 Basic Reasoning	Level 3 Complex Reasoning	Level 4 Extended Reasoning
Examples represent, but do not constitute all Level 1 reading performances: Listing/generating ideas or words prior to developing written composition (e.g., brainstorming, webbing) Selecting or recalling appropriate vocabulary (words, phrases, idioms) to achieve intended meaning in writing Writing simple sentences Using punctuation marks and capitalization correctly in writing and editing Using Standard English conventions in writing and editing to correct errors Identifying misspelled words in a written passage Applying conventional spelling patterns/rules to new situations in writing Using resources (dictionary, thesaurus) to correct spelling in written passages Using resources to identify Standard English grammatical structures for correction Using resources to apply basic formats for documentation	Examples represent, but do not constitute all Level 2 reading performances: Note-taking or outlining as a means of organizing ideas for writing Developing text which may be limited to one paragraph Using simple organizational strategies to structure written work (e.g., basic paragraph form: indenting main idea, supporting details; simple transitions) Constructing a variety of sentence types (e.g., simple and compound, sentences with embedded phrases) Writing summaries that contain the main idea of a reading selection and pertinent details Demonstrating basic understanding and appropriate use of such reference materials as a dictionary, thesaurus, or web site Editing final drafts of compositions for mechanics and conventions, including grammar, punctuation, and capitalization	Examples represent, but do not constitute all Level 3 reading performances: Developing compositions that include multiple paragraphs Using complex or varied sentence structures in written compositions Demonstrating some synthesis and analysis in writing (making inferences; determining relationships; generalizing, or connecting ideas) Showing awareness of audience and purpose through focus, organization, voice/tone Using appropriate organizational text structures (e.g., description; chronology; proposition/support; compare/contrast; cause/effect) Editing and revising to improve the quality of the composition Supporting ideas with details, examples, quotations, text references, and/or citations Editing final drafts to produce a logical progression of ideas Summarizing information from multiple sources to address a specific topic	Examples represent, but do not constitute all Level 4 reading performances: Developing multi-paragraph compositions that demonstrate synthesis and analysis of complex ideas or themes Analyzing author's craft (e.g., style, bias, literary techniques, point of view) Demonstrating evidence of a deep awareness of purpose and intended audience. (e.g., in informational reports including hypotheses and supporting evidence) Creating compositions that demonstrate a distinct voice and that stimulate the reader or listener to consider new perspectives on the addressed ideas or themes Writing an analysis of two selections identifying the common theme and generating a purpose that is appropriate for both Gathering, analyzing, and evaluating written information for the purpose of drafting a reasoned report that supports and appropriately illustrates inferences and conclusions drawn

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